Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development

Detalhes bibliográficos
Autor(a) principal: Amador, Filomena
Data de Publicação: 2016
Outros Autores: Albuquerque, Luís Gonzaga
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v8i1.4710
Resumo: This study started by questioning how is it possible to manage discussions on science frontier areaswith impact on society, during pre-university and initial university years. For this purpose, we conducted a reflection developed in two stages. The first stage was of theoretical nature, and it aimed to identify references to anchor our praxis, and accordingly we chose to use Dynamic Systems (DS), which allow us to contextualize the subject and, simultaneously, understand the complexity of interrelations. The second stage, we focused on analyzing, through content analysis, and discussing the curricular content in two sets of documents: on the one hand, in Geology syllabi for the 10th, 11th and 12th grades of secondary education; and, on the other hand, in the syllabi of six different Portuguese universities offering the General Geology course. Data clearly shows the existence of gaps between setting the goals and choosing the themes to enable their achievement, throughout the learning process. These gaps were identified, as explained in the theoretical section,
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spelling Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum developmentDiscussões em áreas de fronteira da ciência com impacto na sociedade: dilemas no domínio do desenvolvimento curricularThis study started by questioning how is it possible to manage discussions on science frontier areaswith impact on society, during pre-university and initial university years. For this purpose, we conducted a reflection developed in two stages. The first stage was of theoretical nature, and it aimed to identify references to anchor our praxis, and accordingly we chose to use Dynamic Systems (DS), which allow us to contextualize the subject and, simultaneously, understand the complexity of interrelations. The second stage, we focused on analyzing, through content analysis, and discussing the curricular content in two sets of documents: on the one hand, in Geology syllabi for the 10th, 11th and 12th grades of secondary education; and, on the other hand, in the syllabi of six different Portuguese universities offering the General Geology course. Data clearly shows the existence of gaps between setting the goals and choosing the themes to enable their achievement, throughout the learning process. These gaps were identified, as explained in the theoretical section,Dans cet article, nous prenons comme point de départ la façon dont nous pouvons inclure dans l’enseignement pré-universitaire et dans les premières années de l’université, de nouveaux domaines de la science qui ont un impact sur la société. A cet effet, nous avons développé une réflexion en deux étapes. Une première étape de nature théorique qui a pour but d’identifier certains référentiels où nous pouvons ancrer notre praxis. Ainsi, nous avons utilisé les Systèmes Dynamiques, qui nous ont permis d’encadrer le thème et en même temps de comprendre la complexité des interrelations. Dans une deuxième phase nous avons procédé à l’analyse et à la discussion d’une situation concrète, l’étude du programme des trois dernières années du lycée et l’étude du programme de Géologie Générale de six universités portugaises. L’exemple que nous avons utilisé montre clairement l’existence de retards dans la transposition des objectifs aux choix des sujets qui devraient permettre la réalisation respective dans l’apprentissage. Ceci fait partie d’un système, tel que mentionné dans le cadre théorique, qui se traduit, ensuite, par de successifs retards, en cascade, qui donneront lieu à des changements, plus ou moins profonds, des programmes et qui, à leur tour, conduiront à des déséquilibres dans le système.Neste trabalho, assumimos como questão de partida o modo como podemos lidar no ensino préuniversitárioe nos primeiros anos das universidades com as discussões em áreas de fronteira da ciência, com impacto na sociedade. Para o efeito desenvolvemos uma reflexão em duas fases. Uma primeira etapa de cariz teórico, que visou identificar alguns referenciais em que possamos ancorar a nossa praxis. Para o efeito fazemos uso da Dinâmica de Sistemas, que nos permite enquadrar o tema e ao mesmo tempo compreender a complexidade de inter-relações. Numa segunda fase, passamos à análise e discussão de uma situação concreta, suportada num processo de análise de conteúdo dos programas dos 10º. 11º e 12º anos de Geologia e dos programas da unidade curricular de Geologia Geral de 6 universidades portuguesas. O exemplo que utilizámos evidencia de forma clara a existência de atrasos na passagem dos objetivos para a escolha dos assuntos que deverão possibilitar a respetiva concretização em aprendizagens. Esta é apenas uma parte de um sistema que como referimos no enquadramento teórico se traduz posteriormente em sucessivos atrasos, em cascata, que dão azo a mudanças curriculares mais ou menos profundas, as quais por sua vez vão provocar desequilíbrios em todo o sistema.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2016-07-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v8i1.4710https://doi.org/10.34624/id.v8i1.4710Indagatio Didactica; Vol 8 No 1 (2016); 1148-1161Indagatio Didactica; Vol. 8 Núm. 1 (2016); 1148-1161Indagatio Didactica; Vol. 8 No 1 (2016); 1148-1161Indagatio Didactica; vol. 8 n.º 1 (2016); 1148-11611647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/4710https://proa.ua.pt/index.php/id/article/view/4710/3522Amador, FilomenaAlbuquerque, Luís Gonzagainfo:eu-repo/semantics/openAccess2023-09-22T10:17:09Zoai:proa.ua.pt:article/4710Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:14.726262Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
Discussões em áreas de fronteira da ciência com impacto na sociedade: dilemas no domínio do desenvolvimento curricular
title Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
spellingShingle Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
Amador, Filomena
title_short Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
title_full Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
title_fullStr Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
title_full_unstemmed Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
title_sort Discussions in science frontier areas with impact on society: dilemmas in the field of curriculum development
author Amador, Filomena
author_facet Amador, Filomena
Albuquerque, Luís Gonzaga
author_role author
author2 Albuquerque, Luís Gonzaga
author2_role author
dc.contributor.author.fl_str_mv Amador, Filomena
Albuquerque, Luís Gonzaga
description This study started by questioning how is it possible to manage discussions on science frontier areaswith impact on society, during pre-university and initial university years. For this purpose, we conducted a reflection developed in two stages. The first stage was of theoretical nature, and it aimed to identify references to anchor our praxis, and accordingly we chose to use Dynamic Systems (DS), which allow us to contextualize the subject and, simultaneously, understand the complexity of interrelations. The second stage, we focused on analyzing, through content analysis, and discussing the curricular content in two sets of documents: on the one hand, in Geology syllabi for the 10th, 11th and 12th grades of secondary education; and, on the other hand, in the syllabi of six different Portuguese universities offering the General Geology course. Data clearly shows the existence of gaps between setting the goals and choosing the themes to enable their achievement, throughout the learning process. These gaps were identified, as explained in the theoretical section,
publishDate 2016
dc.date.none.fl_str_mv 2016-07-05
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v8i1.4710
https://doi.org/10.34624/id.v8i1.4710
url https://doi.org/10.34624/id.v8i1.4710
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/4710
https://proa.ua.pt/index.php/id/article/view/4710/3522
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 8 No 1 (2016); 1148-1161
Indagatio Didactica; Vol. 8 Núm. 1 (2016); 1148-1161
Indagatio Didactica; Vol. 8 No 1 (2016); 1148-1161
Indagatio Didactica; vol. 8 n.º 1 (2016); 1148-1161
1647-3582
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